Enhancing the interventions of students with behaviour exceptionalities and the teachers who support them
Subject
Abstract
How do we support the lagging skills of students with social and emotional challenges within the classroom? This study analyzes the perspective of educators supporting students with social and emotional needs throughout four Professional Growth (PG) sessions. The sessions took place using an Appreciative Inquiry model, a research method to enhance the abilities of organizations by identifying what works well and building a plan to enhance those qualities further. In this study, educators looked at what works well in supporting students with social and emotional challenges and how they could enhance those qualities. The three themes identified as essential to supporting students with social-emotional challenges were enhancing communication between administration and teachers, valuing the time of stakeholders through our school community, and utilizing positive relationships as essential requirements for interventions and student success. Participants made recommendations and set goals for further exploring these themes within the school community. Recommendations for further research suggest further exploration of these themes in teaching practice.